Monday, November 26, 2012

This blog served as a direct learning opportunity for me
over the past few months. Looking back at the Student Learning Outcomes given
to us on the first day of class, many jumped out at me…

Students will gain knowledge and competency with regards to:

1. the variety of genres that readers and writers use to
communicate

2. the role of purpose and audience in writing and reading
and the rhetorical voices used to address the desired purpose(s) and
audience(s).

3. the historical and contemporary theoretical models of
reading and writing, including new literacy theories of reading and writing.

4. the relationship between the writing and reading process.

5. the role of metacognition in writing proficiency and
reading comprehension

This blog served as a learning experience with a very
specific audience and purpose. Most writing tasks I have participated in are
formal, with only my professor as my audience. This writing task allowed me to
take on my own role as a learner and speak informally while reflecting within
that role. My audience was also my peers, which was directed by the bless,
address, and press posts we did as well as commenting on others’ blogs. This is
my most natural voice and purpose, and although at the surface level these
posts seemed like easy tasks, I put more thoughts, effort, and reflection into
them than I have most essays, reflections, papers, etc. it was a way for me to
take surface level responses and reflect on many modes of reading and writing
as well as make connections between others, my classroom, texts we were
reading, presentations we were part of, etc. this blog served as a well rounded
approach for me to make connections beyond this course itself as well as my current teaching position. The metacognition I used while
creating this blog was not necessarily a new task, but connecting those
thoughts to produce writing was. I often spend time reflecting on what I have
learned and how I can relate it to other aspects of my life, however, this if
the first time I was forced to make those connections and then go the extra
step and publish them with a personal, natural voice.

I was also able to meet the student learning outcomes by experimenting
with my knowledge of genres that are used to communicate through writing.
Almost every week, I engaged in the reading process to keep up on
reading assignments, and then used the writing process to make connections
between concepts understood while reading. If I was not writing to make those
connections and form new relationships between genres the information would not
be as concrete and relatable as it is right now. I honestly feel I am able to
take every piece of information we have engaged in during this course and
relate it to my 5 and 6 year old students! Never before have I been able to use
everything, or tailor everything, to meet the needs of myself, my classroom,
and my students.

Although when I first started writing this post (as noted
above) I felt that the first 5 objectives really stood out to me and I have
made gains in my understanding of them. However, rereading the last 2, I
realize that this blog has also helped me to better understand how to assess
reading and writing assignments that are ‘less traditional’ or that incorporate
more technology than I am used to. I learned that assessment can be student or
peer driven, such as the post I am completing right now. I am assessing my own
understandings by rereading posts, going back to student outcomes, and reading
and reflecting on student comments. This post probably serves Dr. Jones as
STRONG indicator in determining student writing proficiency. I have been able
to assess my own reflection, as well as peers have been able to read and press
my writing, all with a natural, personable voice. This blog has opened my eyes
to a whole new world of writing, and has allowed me to make connections and
reflect on things I would have never even noticed otherwise.

Sunday, November 25, 2012

I have learned more about genres in the past 5 weeks in this
course than I have my lifetime. During this course specifically, I was able to
take the new knowledge I was learning and directly relate it to previous
notions and many times misconceptions I had to develop a clearer, deeper
understanding of each.

During presentations and through reading Tompkins, I have
learned about many text structures that were never explicitly discussed
elsewhere in my education career. For example, although I had previous notions
regarding the text structure of a letter (whether personal or business), and I
understood text structures we find in most narrative writing such as plot,
setting, etc, I had no idea that biographical writing included specific text
structures as well. I learned that biographical writing contains different
structures that each have very specific characteristics. For example, personal
narratives, memoirs, and autobiographies all have different characteristics
however they are all considered biographical writing.

Most of the genre’s discussed I had a surface level
understanding of, but gained a deeper understanding as I read and participated
in presentations. My own presentation, for example, was on persuasive writing. Before
research, I knew the basics about persuasive writing, such as persuasive
writing has a beginning (stating belief), middle (reasons why you believe it),
and end (repeat what you believe). However, I learned that the above example of
the structure of a persuasive writing piece can be easily manipulated. For
example, a more complex student may choose to include the other side of the
argument and why that side is not reasonable. Although I had the baseline
understanding of what persuasive writing is, what I failed to realize, is that
persuasion is a part of my everyday life. Not a day goes by that I do not try
to persuade someone in my life (including myself!) one thing or another. That
is the umbrella idea that really hit home while learning about each genre: We were not just learning about reading and
writing genres, we were learning about how they are a part of our everyday
lives.

Letter writing is another genre I assumed I knew what I
needed to know about it to teach it, however I was drastically wrong. I knew
the basic text structures of a letter, and how they may change slightly to
become tailored to the specific audience they are meant. I learned that not a
day goes by that I do not write a letter, whether it is a text message, email,
etc. I learned that each text structure needs to be explicitly taught and
modeled, and no two types of letters should be taught on the very same day. In
fact, I think many of my misconceptions came from the fact that when I was
introduced to this genre as a child, it was all introduced at once. I learned
about personal letters, business letters, post cards, etc in one lesson, which
lent me to believe the different types of letters are more similar than they
truly are. These presentations not only helped clear up any misconceptions I
had to begin with, but they also gave me hands on methods I can use when
educating my own children on each specific genre.

Although I feel much better about each genre specifically, I
worry I may be using the wrong educational techniques to teach the genre’s in
my own classroom. For example, just this week in clinic I was told that compare
and contrast graphic organizers, as well as specific concept maps and KWL
charts, should not be used with narrative text. It makes sense now that these organizers
require specific information that a student cannot correctly obtain from a
narrative writing piece simply because they need concrete details. I student
taught, taught my own classroom, and worked with students in clinic over the
past years with that misconception that plays a large role in student
understanding. My biggest fear is that I am going to teach ‘wrong’, without
having the correct knowledge on a specific topic. Therefore, these genre
presentations aided in my understanding of writing drastically. I now feel
confident I can make decisions in my own classroom regarding teaching these
genres accurately and appropriately, and aid in students understandings of
each.

Tuesday, November 13, 2012

When reviewing the blogs of peers,I found a sentence in Post #9 by J.Kerouac that stopped me in my tracks. The quote read..."The use of this expository reading and writing provides limitless possibilities
for the ways students can access new information and learn content. In my
current classroom, we’ve combined our science and writing unit"The first sentence in the above quote is something I am recently becoming familiar with. During my undergrad and graduate work I have learned the benefits of expository text and how to use it appropriately, but I have never been given specific examples of how to provide opportunities for student growth through expository text. It is limiting to think that I have settled in my own room using mainly fictional text simply because it is what I am most comfortable with AS WELL AS what my students are most comfortable with. But isn't my job to balance those students on the edge of their very own comfort zone?Kerouac proved she is doing just that by going on to state that she has combined science and writing units in her own classroom. Five years ago I would've looked at her like she had 3 heads. Although my eyes widened initially, after thinking about this concept, I realized all of the benefits that come from it. Right now I am struggling with science in general, specifically, with how to add it into my classroom across other subject matter rather than in isolation. Pairing it with writing, or making writing a large part of science, would cause for a smoother transition as well as help to make connections across the curriculum. I also love the idea that using expository text to introduce topics in science give students specific, concrete examples of what certain types of expository text look like. “Through instruction and reading and writing experiences, children grow in
their ability to differentiate among genres” (Tompkins, 2012, p. 202). Using writing in science curriculum is the perfect opportunity to help students grow in their ability to identify specific genres.

Teaching across the curriculum is a concept I learned early on in my education at Nazareth, however it is one that really causes the teacher to stop and think. In order to appropriately teach like this, I must first understand how topics relate, compare, overlap, and how I can think about them in a variety of ways. I must understand this before I ask any child to understand and make those connections as well. Kerouac's post was a great example of how as educators, we can take concepts that to most do not seem to relate on the outside, and make connections between them to deepen our understandings of them both!

Sunday, November 11, 2012

While preparing my genre pieces project, I have been working diligently on my poetic piece which is an acrostic poem. Since my topic is my wedding, it evokes an emotional response when I think and/or write about it. I decided that one of my individual pieces was going to be written in my own personal voice, and I wanted it to be emotional yet light and funny as well. For that reason, I decided to use the poetry genre to voice to my audience my emotions on the topic.

When I began thinking about this piece, I realized quickly that there were many forms poetry can take. I started researching acrostic poems, simply because I was most familiar with them. When I was in elementary school I remember learning about poetry, but for some reason none of the other poetic forms really stuck with me. Because of this, I knew I wanted to research acrostic poetry by reading mentor texts but search for complex, emotional driven acrostics. Once this was established, I found myself turning to the writing process that Tompkin's (2012) described in chapter one.

After researching I used a variety of different methods to prewrite. On 4 different occasions, I opened a microsoft word page and just wrote. I wrote words, sentences, and phrases, some that made sense and some that absolutely did not. I used different colored fonts to differentiate between events and/or time periods, and I used bold font to distinguish between the ideas I wanted to use in my actual piece and those I did not. This process was extremely time consuming, but during it, I changed my writing piece drastically for the better.

Once I had ideas written down, I was able to better organize them. I drafted 3 different acrostic poems, each varying slightly structurally and emotionally. These drafts did not use standard conventions, rather they took my previous prewriting ideas and organized them into the form I wanted for my final piece. This was the easiest part of the process for me, since the original thoughts were already written down elsewhere. During the time spent on this task, I realized the importance of prewriting and how informal it can be. My organized chaos helped me to create first drafts that were the beginning of the individual piece.

Back before we were asked the read the very first chapter of Tompkins (2012), I never distinguished the difference between revising and editing. I grouped the editing into the revising stage, and used revision time to look at grammar, mechanics, and spelling as well. Because of this, I often did not have a specific purpose for editing my own text. It was unclear as to what exactly I was looking for, since I was attempting to accomplish so much at once. While working in this course with my poem, for the first time I was very conscious of what I was looking for each time I reread my piece. I was able to revise with my writing group, as well as with friends and family at home. My fiance's input was extremely helpful to aide in my own reflection and discussions. Before I began the editing process, I realized that the people I revise with and the people I edit my writing piece with may be very different. For example, my fiance was perfect to aide in revisions for my project where as he would make an awful editor! I honestly cannot believe I thought of these two processes as one.

During the publishing stage, I contemplated form many times. Dr. Jones' voice came into my head often, since form and format were the very first things I wanted to think about before this project was even fully developed. I was told specifically to save form until the very end, and I learned why... the hard way. I pictured this piece being published electronically, or at the very least typed and printed, however once I wrote it I got a very different feeling. With a trip to JoAnn Fabrics I was able to publish a piece that was completely unique, and VERY different than what I had originally anticipated. The learning I have gained in this project alone are indescribable. Thinking back now I cannot believe I had so many misconceptions on what I thought was a seemingly simple task!

Tuesday, October 30, 2012

Katie Mason, in Entry Six of her blog Katie's Blog, discusses teacher driven assessment. She stated "In my opinion, I think that we would wear ourselves out if we graded every piece
of writing and offered consistent and meaningful feedback". She went on to say "Most students, who are apathetic to writing, will not take the time to read all
of the comments and critiques written on their writing". I think both of the above statements hold truth in many classrooms, but I also think that teachers grading every piece of student work is not beneficial for many other reasons.

When reflecting on assessment practices and what I have learned throughout this course, I have come to believe that assessment must be strategic, purposeful, and very clear. When we do assess students of any age they must understand completely what and how they are being assessed. As educators, formal assessment can provide us with specific feedback as to where our students stand and more importantly, where they need to go. I think it very important to take that information and instead of having the mindset "this student must be able to... by ..." we must turn that around and think "what can I do to be able to help this student...". When assessment is used in that way, it is much more reflective and purposeful.

I also think it is important for teachers to use informal modes of assessment in their classroom. Tompkins (2012) wrote that “teachers need to ask themselves whether assessing
each piece of writing will make their students better writers, and most teachers
will admit that such arduous critiques won’t” (p.104). If this is the case, we as teachers can be observing, taking notes, or simply conferencing with student to gain a better understanding of what they need and what we can do to help. Using these methods of assessment are much less intimidating and will make our students better writers, rather than assessing them for a finalized grade only.

Mason also discussed in her blog the importance of communicating with students versus giving work a final grade and stopping there.

"In my other classes, I assign much of the writing as a grade. I do not critique
their actual writing though. Instead I skim through the writing to get the gist
and grade them based on the relevance to the assignment. If the student is
writing and is missing the main point, I will occasionally write questions back
to them, in an attempt to get them to be more thoughtful"

Tompkins (2012) would agree with Mason in that assessment should be clear and communicative, and not only based on grammar, mechanics, etc. Students need feedback that lends them to ponder, using higher level thinking skills to debrief on how they can make their writing piece stronger. It seems like that is what Mason is using in her own classroom. Instead of only assessing writing mechanics, she is trying to get students to make connections and elaborate on what they have already written. I think this is a pertinent part of assessment.

Just last week I was working with my writing group to discuss ideas we had and the starts of our Genre Pieces Projects. I was lucky enough to have a group that essentially broke down every single idea I had, giving me other viewpoints, only to build back up each part of my project much stronger than it was initially. They cause multiple moments when "uhhhh..." was the only thing out of my mouth, and many moments when I felt like I was completely starting from scratch! In the end, that informal peer assessment helped me to create ideas that I am proud of and genuinely look forward to expanding upon!

My hope as an educator is that I will someday have the ability to take a student who is anxious about an assignment, struggling with it, or giving up all together, and give them the motivation, confidence, and ability to think through their anxieties to build amazing pieces of writing!!

Wednesday, October 24, 2012

While working with my group on the "Teaching the Genre" project, I have been reflecting about my use of persuasive text in my own classroom. Prior to this project, persuasive writing and persuasive text was the genre I knew the least about, and in turn made me the most intimidated. Prior to research, I felt that persuasive text should be used with older children, and was primarily only a part of middle and high school curriculum. Without the research findings, I felt that the art of persuasion was too advanced of a task for younger students, without realizing that persuasive writing is all around me.

The article I read for our presentation discussed persuasive writing in children, adolescents, and adults, and the changes in writing as students aged. I learned that I was correct when thinking that persuasive writing is a challenging form of communication, and not a natural form of writing or speaking. Students and adults alike must understand the problem, form an opinion based on that understanding, and most importantly understand the opposing argument. Looking back, I think that is why I felt persuasion was used for older students. With maturity comes less egocentrism which helps students understand others' views. However, I learned that there are many ways to incorporate

Nippold, Ward-Lonergan, and Fanning would agree with Tompkins about many things. They agree that persuasion is used everyday regardless of age or where one lives. Even young children use verbal persuasion to prove to their parents they should be able to stay up later. In fact, when asked to generate an example of persuasion for our presentation I was thinking to myself "How in the world am I going to find an example!". I learned quickly that I have a ton! Even last month I created a persuasive PowerPoint presentation to persuade my fiance to wear grey tuxes at our wedding :) Nippold, Ward-Lonergan, and Fanning would also agree with Tompkins that students abilities to use persuasive text develop slower than any other genre. Because young children are egocentric, and have a hard time understanding other points of view, it is hard for them to understand topic, choose a side, prove the argument, and understand the counter argument. Another agreement would be that a teacher must scaffold the use of persuasive writing in their classrooms. Prior to researching for this project, I had NO idea how I could even attempt to use persuasive writing in my own Kindergarten classroom. I knew my students could not grasp arguments and counter arguments, and understand we need examples to prove what we believe. I was anxious to even introduce it in my room because of this, and I did not want to set my students up for failure. I now understand how naive I was as an educator. My 5 year old students persuade on a daily basis. They persuade me to have more play time, to go outside for 5 more minutes, to be able to play a game with friends, to skip math all together, and many more. This is natural to them. I've learned in the past few weeks that I can use this background knowledge of natural persuasion to introduce the genre in my room.

Persuasive writing is an important skill to master since it is used in everyday text. It helps to empower individuals to make decisions at work and in society on a daily basis.Whether you are writing a cover letter for a resume, talking to a friend or family member, selling a product, or discussing which cake tastes better, persuasion is all around us!

Saturday, October 13, 2012

The way in which a teacher assesses student writing can either aid in the
development of writing confidence or hinder that confidence development in
students. As a college student, it has been difficult for me to get papers and
projects back, with red ink on every page. I know over the past 4 years I have
become a stronger writer, however I have lost much confidence in the task.
Tompkins (2012) helped me to realize that there are many modes of assessing
writing, and formal assessment of the final product is only one of them.

Since my students are so young, and since I am teaching in a Day Care
facility, I find ‘formal grading’ to be intimidating for me. I worry that since
students are with me half day and with their school district kindergarten
teacher the other half of the day, that parents expect our half day to be
relaxing, unstructured, playtime. Since it does not meet those expectations, I
worry about grading my students as a teacher would typically. Although I have
these anticipations, I also know I need some sort of assessment for myself as
an educator to know where my students started, what they have learned, and
where we need to go next. Therefore, I have been using many informal modes of
assessment to help me gain the information I need, without the ‘typical’ report
card number grades.

Informal monitoring of writing can play a large role in younger students
writing tasks. Through observing alone, I gain a better sense of what my
students are learning and how exactly they are growing. Although this assessment
may be subjective, as long as the teacher creates careful, thoughtful, detailed
notes of observations it is extremely meaningful. Along with observing, I often
find myself informally conferencing with my students. Oftentimes, this is an
on-the-spot conference, that was not planned and students did not prepare for.
Through these conferences I am able to informally visit each student at their
own desk and see how their writing is progressing. There is no intimidation
factor with this mode of conferencing since I spend a short time with each
student, yet I still gain a better understanding of what that child is working
on and what they may need facilitated.

I also find myself gathering and reviewing writing samples. Even though we
have not begun writing stories, over the past 5 weeks of school I have been
able to gather written sentences, pictures with descriptions, and handwriting
my students have been working on. Gathering all of these works in progress is a
way for me to informally monitor student work, as well as for students to
monitor their own work and successes!

When reading Tompkin’s (2012) work this week, I was trying to gather modes
of assessment that would work for me in my classroom. The use of checklists
stood out to me. I am currently not using them in my room, yet I think they
would benefit both my students as well as me. The use of a checklist could help
students understand exactly what I am looking for in their writing task, focus
both student and teacher attention during the writing and assessing processes,
and help students gain a better understanding of a certain piece of writing.
For example, this past week my students were studying days of the week, and
completed a writing task for me. The task included writing a sentence such as “On
Wednesdays, I go to swimming practice”. Students were asked to think of a day
of the week they have something important to them, and write a sentence and illustrate
their sentence. Instead of me assessing these tasks, I could have easily used
as checklist to have students assess their own work. The checklist would
include pictures versus phrases to be checked off. Later in the year, or even
within the next few months, I may even be able to use short words to describe the
task to be checked off like the following:

Using this mode of assessment, students can learn to hold themselves
accountable for their own work, and parents can see exactly what was expected
and whether or not their child met those expectations.

There are many modes of assessment to be used in the classroom. The
assessment used is strictly dependent on the task the students have been given.
This week I have thought a ton about assessment I have been using, continue to
use, and how I can change it to meet the needs of my students and be more
purposeful.

Wednesday, October 3, 2012

In the beginning of class last session, Dr. Jones posted the quote for consideration:

"When people write about something they learn it better" (Toby Fulwiler, 1987, p. 9) as cited in Tompkins (2012, p. 107). While reading chapter 2, Developing Strategic Writers, I thought a lot about the impact the writing process has on students. The section on writing strategies really stood out to me since it was full of information I could use in my own classroom or as a college student at Nazareth. When I first entered the literacy program at Nazareth, I was asked to write a literacy autobiography in the course I was in. This was a semester long process, and allowed me to reflect as a person first, and then as an educator/writer/literate person. I was asked to think about three literacy events that stood out to me and made me the person I am today. One of them was an on going event happening from birth to about 3 years of age. This event consisted of my mother reading me the same text before bed every night. The text was written by Robert Munsch, titled "I'll Love You Forever". This book had such an impact on my life, and my relationship with my mother in general. However, I never really sat back and thought about that impact! last year, when taking the course, I was asked to reflect and think about why the literacy event was so meaningful to me. In doing this, I was able to draft a lengthy paper regarding all three of my events and their meaning. During the semester, I spent a large chunk of time monitoring while I wrote. I had a hard time not 'blabbering' about life in general when discussing something so emotional. I spent a great deal of time narrowing my paper itself, and getting rid of the 'fluff'. In doing so, I really found out what was the MOST important part of my life story to me, as well as what would be important to another reader. Every time I proof read this paper, I was able to get a different take on this event in my life. That really struck when group members would proof read my writing. Although it was difficult at first, to allow someone to read emotions and ideas that were so close to my heart, getting another opinion or a different take on the event only allowed me to understand more about myself! Every time I sat down to work on this project, I questioned the event, myself, the project, my audience, the purpose, etc. This helped to clarify the meaning of the literacy event every time I sat down to work. Although this is just one example of an extensive work I produced while in the Masters program at Nazareth, it proves the point that while I was involved with the writing process, I was able to learn even more about myself. Day one of the class I took an event that I knew meant a lot to me, and through writing I was able to learn more about it. You would think if it is your own story, your own emotion, and your own relationships you would know all you can about the event, but I learned quickly that that was not the case. For the first time in my life I was encouraged to take a step back and analyze that situation from multiple standpoints, and not only did I leave that class understanding more about the text I used, but I learned more about myself and my wonderful mother as well :)

Class is going well! I enjoy every opportunity we have to meet, and all activities planned during class. The technologies we have learned has taught me a great deal I can use in my classroom, and some I already have! Most of the programs we have been introduced to I honestly had no idea existed and they have such benefits to using them in the classroom. I also have been reflecting on the writing process itself. Even more so than with Hicks (2009), I can take Tompkin's (2012) ideas regarding 6 + 1 traits, writing strategies, and writer's craft and directly relate it to my group of 5 year olds!

I have developed a much stronger understanding of the connection between reading and writing. I have seen this first hand in myself. I have been given the opportunity countless times throughout the semester so far to use writing as a bridge between reading and processing or thinking. Every week, as I complete my blog entries or drafts for the blog, I am using the knowledge I got from the text read prior to construct my own understanding and meaning of something new. I have questioned myself and my tactics, as well as new learnings, more in this course than I have my whole college career. Once I think I am on the right path (in any assignment we have done) I think of a reflection or question which leads my mind back to square one, and I end up with my questions than before!! Although this process seems to lack benefits, I know that the art of questioning itself is cyclical. Through this questioning I am in turn discovering new things which leads to clarification... eventually :).

My reading and writing habits in general have already changed drastically. Prior to the first day of class, I viewed the writing process as a one direction process where you continually move towards a final product. I now know that it is the process of writing that should be stressed! Whether the process is digital or written, it lends to a variety of higher level thinking skills one does not develop without involving the writing task. As an example, the stressed collaboration process has made such an impact on me and on my classroom. Being able to collaborate and discuss, regardless of the distance or time between the collaborators, has changed the way we write. I have learned more from my group members in the past 5 weeks than I ever would've learned myself in any course. Being able to see things from a new perspective is key in this understanding, and it is a entirely new view on writing. I also love the 6 + 1 idea introduced in Tompkins (2012). Habitually, when thinking about writing specifically, I was not able to separate the goals into traits to be used. As previously stated, the product was in mind versus what was done in the process.

Specifically, I have learned more about many writing strategies I can use in my classroom. When reading, my focus went to the elaborating strategy Tompkins (2012) discusses on page 34 and 36. The reason this stood out is because in the past, I always found myself having a hard time teaching students how to elaborate. Especially working with younger students, it is difficult to ask them to expand their ideas into more complex thoughts and details. When reading, I found that it is easier to think about if students brainstorm and explore the idea they are writing about. During the exploration phase, I thought back to the RSS discussion. If students had a safe environment to explore and get more information, it would not only solidify their motivation but also allow them to elaborate without feeling the need to add 'fluff'. I also focused on the narrowing strategy discussed in Tompkin's (2012) work for the same reason as elaborating. I found it is difficult to 'teach' students how to narrow and specify information when writing, which is why I enjoyed this section of the chapter as much as I did.

I also appreciated Tompkin's (2012) discussed regarding the 6 + 1 traits. Prior to this course, I did not even know I was incorporating many of these themes into my classroom. For example, when reading about the ideas trait, I instantly thought of my classroom. Since I am working with such young students, I need to be creative in how I introduce and use the writing process. I have used wordless picture books in many classrooms to discuss author's craft and the development of ideas in a story. With the use of those, as well as read alouds, I have been able to teach and implement specific aspects of the 6 + 1 trait with even the youngest of students. That is what I love about Tompkin's text. When reading Hick's (2009), I have a hard time thinking of ways to implement the wonderful ideas in my own classroom. Tompkin's (2012) helps me to adapt all of her insight and manipulate it to fit my own room!

In general, this course so far has been an eye opening experience. I honestly look forward to what is to come.

I received a variety of responses to my discussion question for Chapter 2 of Hick's (2009) text. During this question, I wanted to focus on student choice. My question read as follows:

"While some elements of our curriculum require us to engage all students in similar topics... research and writing can also be self-directed based on students' own inquiry and choice in topics" (Hicks, 2009, p. 17).

What opportunities do you have as the teacher when you offer your students choices in reading and writing? What challenges are you faced with when you offer student choice in your classroom?

Before receiving responses, and when reflecting on this question, my mind went to my current classroom. I am teaching in an ideal (in my opinion) teaching environment. I am working for a childcare facility teaching Kindergarten both half and full day. When I started the program, I was given nothing to work with. I designed the curriculum, the curriculum map, the standards, etc. During the design process, feeling overwhelmed was quite an understatement, however looking back I am realizing what an opportunity it has been to have my own choices as a first year educator. I was able to pull from everything I have learned in graduate school as well as under grad and make choices based on those learnings.

As I made choices for myself and my students, I quickly realized what was going to work and what was not. Unfortunately, since I had no one to tell me these things ahead of time, it was all a trial and error experience. Although, that may not have been such a bad thing. I was forced to learn quickly from my own mistakes and reflect every second of every day. These reflections helped me to become a stronger, more purposeful educator and help my students grow as well.

I think student choice can be related to my first year teaching experience. It is the hardest thing for me to do as a teacher is let students choose something that may not work out as they planned. For this reason, I think choice needs to be limited for students to learn the most from it! For example, my kindergartners get 15 minutes of D.E.A.R. time everyday, to choose texts that they want to. However, I limit their choices by giving them a shelf of books I know they will be successful in 'reading'.

To be perfectly honest, I have noticed that giving students choice almost makes more 'work' (and I use that term loosely) for the educator. What I mean by this is it takes more preparation, anticipation, and reflecting to allow students to make their own decisions in the classroom rather than making those decisions for them. It takes a purposeful, well organized teacher to be able to anticipate student choices and decisions and use those to work in the classroom.

Overall, the Hick's (2009) text as well as the technological tools we have learned about in this class have given me such a different outlook on student choice in my classroom. I now have the ability to give my 4 and 5 year olds choices that I did not know how to do before. This has increased motivation tremendously in one of the most important grades of their school career!!

Thursday, September 20, 2012

When reading about the three
elements of the framework Hicks (2009) describes in Chapter 7, I reflected upon
a lot of things I would like to change about my current classroom and school.
The students I am currently working with are Kindergartners, ranging from 4 to
5 years old. I am working in a private daycare setting, teaching Kindergarten
to students in the morning, and in the afternoon, based on their school
district schedule. I would view my students as capable of digital writing in
some aspects, but not yet having the chance to pursue the task digitally. In
some aspects of the digital world, I find they are more advanced then me! Many
of my students have iPods, iPads, tablets, cell phones, etc at home that they
are able to manipulate effortlessly and do so on a daily basis.

Since my students are so young,
they are not yet involved with social media websites, blogs, or wikis, but they
are familiar with writing digitally, and games or applications played
digitally. Because of this, they are very capable of collaborating, drafting,
and publishing digital writing pieces with teacher scaffolding. There are many
things limiting my students from being able to experiment with these writing
tasks, which consists of the space I am given both in my classroom and in the
school building itself.

The building I work in is a day
care center, with 15+ classrooms starting at the infant age group going up to
my Kindergarten classroom. We also provide care for school age students in the
morning and afternoon, however, this is not in a classroom setting but rather a
day care or camp environment. My classroom has one ‘teacher’ computer with
limited resources, and no computers set up for children. Furthermore, there is
no setting for student sized desks and computers to allow my students to
manipulate digital spaces freely. I have used my computer before in conjunction
with specific topics or subjects to aid in student understanding in the room,
but it is not easily manipulated by students because of the size and position
of the desk and computer itself. Ideally, without budget, resources, and
building space in mind, I would incorporate a ‘classroom’ of computers for
students of all ages. The desks would be lower to the ground, with 4-6 year old
sized chairs, for students to sit comfortably and use for longer periods of
time. I would incorporate collaborative desks on the side of the classroom for
students to reflect and discuss what they are working on, as well as for
teacher communication and small group work. When rereading this paragraph, I am thinking
how silly it seems for my request for a computer lab for 5 year olds, but I
have experienced their capability for learning electronically and when lessons
are tailored of scaffolded for them, they would benefit tremendously from these
changes. So no, I am not saying my classroom of 5 year olds is going to hop on
a computer and type me an essay, but yes they can draft rhyming words or blends
containing –op on a word processor or use programs such as a-z learning to read
leveled text books.

“As noted throughout this book
and simply summarized here, digital writing changes the contexts and purposes
for writing” in the classroom (Hicks, 2009, p. 130). Reflecting on Chapter 7, specifically
the ‘subject’ section of the chapter, I was able to construct many elaborate
(maybe not realistic) ways in which my students can engage in digital writing
in the classroom.Realistically, I would
love for videos, audio, and images to reinforce topics or subjects we are
discussing in class. For example, last week I introduced rhyming words to my
students. We used that as a jump off point to discuss word families and blends.
While trying to solidify the concept of rhyming, my students and I brainstormed
as large list of words on chart paper that rhymed with the given word I
drafted. Wanting to push this concept to a new level, I set up rhyming stations
throughout the classroom for students to experience rhyming in different
contexts. I printed off rhyming texts from a-z learning, I created rhyming
puzzles, and I used Reggie the Rhyming Rhino from the scholastic learning
website. This rhino changed my classroom as a whole. A week later I still have
students wanting him back J As a summary of the website, students are
able to choose what environment they want to rhyme in (at home, at the grocery
store, at the zoo, etc) and when they are given a word within that context,
they must look at the 3 options given (in picture and word form) to produce a
rhyme to the word given. This element of student choice was a huge motivator!
So although my students were not opening Google Docs to draft a research paper
with colleagues, they truly were collaborating with the program to read and
write rhyming words digitally. Although this was only one subject and only a
small part of my curriculum, I hope to find new digital programs that allow my
students to collaborate, draft, and create digital work throughout the school
day.

Because my students are so young,
and still learning how to print letters, and letter sound correspondence, I
think a digital writing workshop in my classroom will reflect the scenario I
used above. I need to create and develop other means of digital writing in a
more comfortable, collaborative setting. My students need a place of their own
to draft and work, and more diverse programs to work with. My goal for this
school year is to incorporate one digital aspect a week in my lesson plans.
Throwing that number out seems like an easy goal, but a lot of planning and
preparation needs to go into it since my room and environment is not set up for
enabling this type of learning. Next week, I am introducing 2 more blends during
reading, as well as introducing a plant study in science. My goal is to find or
create a program that allows my students to work digitally in one of those units,
and enable all students to use it!

Wednesday, September 5, 2012

Thinking about prior experiences with teaching writing and reflecting on graduate school principals, what "feels comfortable" for me to teach is not always best practice.

My writing practices as a student and the writing practices I have seen used through subbing, student teaching, etc, model a writing process with only one direction: forward. The time spent on writing is usually limited, and students find themselves needing more time to finish work. This is normally the most comfortable practice because I often find I need to fit so much into the school day, writing cannot take as much time as the students need. Viewing the writing process as a one-way-road is a more familiar practice for me simply because it is how I was taught, although I know this process is not beneficial for students and not one I want in my own classroom. Allowing students free range throughout the writing process and encouraging them to plan, draft, and revise continually adds complications to the classroom and is not always comfortable for the teacher. Rereading this paragraph, I understand it sounds extremely negative, and that was not the intended view. I have learning through prior experiences that when teaching, easy concepts and comfortable teachings do not always bring about best practices. It often takes me stepping out of my comfort zone and trying new things with my students I may not be 100% confident with that leads to them expanding their learning and using higher level thinking skills...

As a graduate level college student, I have had the opportunity to become familiar with a variety of technologies that aid in the writing process. Word processing programs are used on a daily basis in my classroom, whether it is to write a letter to parents or create a graph/chart to track student work. Programs such as Microsoft Publisher and Excel have allowed teachers to easily create documents to be used in the classroom that look innovative and professional. Online writing spaces allow students of all ages to learn, explore, and publish text that otherwise would not be a part of the learning process. I have had many courses at Nazareth that use Wiki's or other means of communication between other course members as well as the professor. These online 'forum' type websites allowed us to communicate fast, easy, and share new findings and knowledge with eachother. They also allowed a 100% online course to take place where I was able to perform assignments, communicate with my professor, and share ideas and notes with peers. These new literacies have given me the opportunity to learn at my own speed, using my own techniques to obtain information.